Dr Elizabeth Nye

Elizabeth Nye
Research Unit:
Supervision:

Elizabeth is a Departmental Lecturer on the Evidence-Based Social Intervention and Policy Evaluation (EBSIPE) course and a researcher with the Centre for Evidence-Based Intervention (CEBI).

Prior to arriving in Oxford, Elizabeth worked as a special education teacher for young adolescents with emotional and behavioural disabilities and for children with mild-moderate learning difficulties.  In this capacity, she collaborated with school psychologists, social workers, foster care workers, crisis management teams, and other clinicians to support her pupils’ social, emotional, behavioural, and academic development.

As such, Elizabeth’s research exists at the intersection of psychology, education, and public health, recognising that supporting staff and students in schools requires an interdisciplinary approach.  She is interested in mixed methods approaches to questions around mental health in schools, teacher training, and special educational needs.

Her doctoral research, entitled ‘Classroom behaviour management to support children’s social, emotional, and behavioural development’, was funded through a Clarendon Fund Scholarship. Elizabeth has presented her research in international conferences in the Netherlands, South Africa, the United Kingdom, and the United States.  In 2017, she was recognised as one of the best young scholars by the European Association of Developmental Psychology, and her research has won multiple awards from the Association of Child and Adolescent Mental Health.  

Elizabeth’s research focuses on mental health as public health, with a particular interest in how to address these issues in the educational environment.  She is dually interested in children’s academic and emotional/behavioural development as well as in teachers’ professional development.  Given an international movement towards inclusive education for children identified with special educational needs and disabilities, Elizabeth’s research recognises that educators often feel inadequately trained to support the wide range of children’s needs in their schools.  Therefore, she seeks to identify and better understand strategies and programmes aimed at improving educators’ interactions with the children in their schools, so that all might experience improved outcomes.

Elizabeth has worked on a number of research projects across the fields of Psychiatry/Public Health, Special Education, and Psychology.  She has experience on randomised controlled trials in both community and laboratory settings and has conducted qualitative interviews with primary school educators.  Elizabeth has experience in both quantitative and qualitative systematic reviews, including multilevel meta-analysis, qualitative meta-synthesis, and mixed methods cross-synthesis.  Most recently, Elizabeth has collaborated on projects with colleagues from the University of Exeter’s Medical School, the Institute of Psychiatry, King’s College London, and the London School of Hygiene and Tropical Medicine.

Selected peer-reviewed journal articles

Nye, E., Melendez-Torres, G.J., Bonell, C. (2016). Context and implications document for: Origins, methods and advances in qualitative meta-synthesis. Review of Education, 4(1), 80-83, doi:10.1002/rev3.3072.

Nye, E., Melendez-Torres, G.J., Bonell, C. (2016). Origins, methods and advances in qualitative meta-synthesis. Review of Education, 4(1), 57-79, doi:10.1002/rev3.3065.

Nye, E., Gardner, F., Hansford, L., Edwards, V., Hayes, R., & Ford, T. (2016). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: Views of special educational needs coordinators. Emotional and Behavioural Difficulties, 21(1), 43-60, doi:10.1080/13632752.2015.1120048.

 

In the media

June 16, 2017 – Interviewed by André Tomlin of the Mental Elf about winning ACAMH 2017 Poster Prize for mixed methods systematic review.  Audio of interview tweeted to +50k followers of @Mental_Elf via SoundCloud and available at https://soundcloud.com/user-664361280/elizabeth-nye?utm_source=social&utm_medium=twitter&utm_content=elizabeth%20research%20poster%20monday%20motivation

 

Published protocols

Gronholm, P., Michelson, D., & Nye, E. (2016). Stigma related to targeted mental health interventions in schools: a systematic review of qualitative evidence. PROSPERO: CRD42016039541. Available from http://www.crd.york.ac.uk/PROSPERO/display_record.asp?ID=CRD42016039541.

Nye, E., Melendez-Torres, G.J., & Gardner, F. (2015). Mixed methods systematic review of a teacher classroom management programme: effectiveness and stakeholders’ experiences. PROSPERO: CRD42015020359. Available from http://www.crd.york.ac.uk/PROSPERO/display_record.asp?ID=CRD42015020359.

 

Conferences

Nye, E. (August 30, 2017). Mixed methods systematic review of the Incredible Years Teacher Classroom Management programme. Paper presented at the 18th European Conference on Developmental Psychology (ECDP), Utrecht, The Netherlands.

Nye, E., Melendez-Torres, G.J., & Gardner, F. (September 14, 2017). Multilevel meta-analysis and qualitative meta-synthesis of a teacher classroom management programme: Cross-synthesising evidence for decision-making. Poster to be presented at the Global Evidence Summit, Cape Town, South Africa.

Nye, E., Melendez-Torres, G.J., & Gardner, F. (June 16, 2017). Multilevel meta-analysis and qualitative meta-synthesis of a teacher classroom management programme: Cross-synthesising evidence for decision-making. Poster presented at the ACAMH Jack Tizard Memorial Lecture and Annual Conference, London, UK. Award: First place, £100.

Nye, E. (March 3, 2017). Mixed methods systematic review and multilevel meta-analysis of a teacher classroom management programme: effectiveness and stakeholders’ experiences. Paper presented at the Society for Research on Educational Effectiveness (SREE) Spring 2017 Conference, Washington D.C., USA.

Nye, E., O’Mara-Eves, A., & Melendez-Torres, G.J. (September 24, 2016). The future of research synthesis. Pre-conference workshop at the What Works Global Summit, London, UK.

Nye, E. (September 15, 2016). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Paper presented at the meeting of the British Educational Research Association (BERA), Leeds, UK.

Oancea, A., O’Mara-Eves, A., Nye, E., & Higgins, S. (September 15, 2016). The future of research synthesis. Symposium at the meeting of the British Educational Research Association (BERA), Leeds, UK.

Nye, E., Gardner, F., Hansford, L., Edwards, V., Hayes, R., & Ford, T. (June 5, 2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: Views of special educational needs coordinators. Poster presented at the ACAMH Jack Tizard Memorial Lecture and Annual Conference, London, UK. Award: Third Place.

Nye, E. (March 18, 2015). Mixed methods systematic review: Cross-synthesising findings from a qualitative metasynthesis and a quantitative meta-analysis. Paper presented at the STORIES Annual Conference, Oxford, UK.

Nye, E. (March 17, 2015). Supporting children with SEN who have behavioural needs: Views of special educational needs coordinators. Paper presented at the STORIES Annual Conference, Oxford, UK.

Nye, E. (June 13, 2014). Effectiveness of the Incredible Years Teacher Classroom Management Programme: Systematic review and meta-analysis. Poster presented at the ACAMH Jack Tizard Memorial Lecture and Annual Conference, London, UK. Award: Second place, £25.

Nye, E. (March 18, 2014). Effectiveness of the Incredible Years Teacher Classroom Management Programme: Systematic review and meta-analysis. Paper presented at the STORIES Annual Conference, Oxford, UK.

List of site pages